Assessing the Needs and Experiences of First-Generation Students’ Transition to Remote Learning Due to COVID – 19 Pandemic at a Hispanic Serving Institution
General description of the project
Understanding the needs and experiences of first-get students transition to remote learning.
Technologies
The survey was administered and quantitative data was analyzed through Qualtrics. Dedoose was used to help organize and analyze the qualitative data.
Explain project results
This project was able to inform the campus community of how to help retain first-gen students during remote learning. The results of the survey showed significant findings pertaining to first-gen students’ in three areas: 1) Academic Learning Environment; 2) Financial Challenges; and 3) Psychological Well-Being. In response to the assessment, the First-Gen Proud committee suggested recommendations to faculty and staff to assist in supporting first-gen students at Texas State University.
Why it should be considered best practice?
Learning to listen to your student’s is a helpful way in identifying areas to direct resources and working towards meeting first-gen student’s needs. This study surveyed first-gen students on their experiences during and after pivoting to remote learning. Results from the survey were used to develop recommendations to administrators, faculty, and staff on how to better help students during the pandemic. The research team was able to present to each group to discuss the results and recommendations.
Highlights of your proposed presentation
Findings from the survey indicated that since moving to remote or online learning, 57% of the students’ living situation changed. More than two thirds of students, or 76%, moved back with their families, compared to 12% who moved into other housing, 10% moved with friends or other relatives, and 3% moved to temporary housing. A large proportion, 42%, reported having difficulty accessing technology compared to 58% who did not. A little over a third, or 33%, of students reported having No One as a source of support, and those who did have support and reported that the primary source of support came from other students and friends (44%), professors (19%), advisors (4%), and staff, (1%). Financial challenges were impacting first-gen student’s during the transition. Seventy-one percent of students reported their financial situation became “worse” and “much worse” (see Table 3). In addition, 21% students reported their financial situation became much worse than before, and 50% reported their financial situation became worse, 22% reported no change, and 7% reported better than before. When it came to the student’s psychological well-being, overwhelmingly, seventy-two percent of students reported that their psychological well-being became “much worse” and “worse than before”, 30% reported no change, and 9% reported better or much better than before.
We will also be presenting on a follow up COVID-19 survey currently in process and the process of disseminating the information to the campus community and recommendations that derived from the study that were implemented.
The Evaluation Committee will evaluate submitted proposals based on the following criteria. Each area will be rated on a scale from 1 to 7 (1= non-satisfactory; 7 =outstanding), for a maximum of 63 points.